Evaluation of a spiral curriculum for engineering

Abstract

This paper discusses results of the first two offerings of an experimental and innovative first-year chemical engineering curriculum. The curriculum is project-based in that it emphasizes learning through engagement in open-ended projects from early in the curriculum. It is spiral in that it revisits concepts periodically with increasing sophistication throughout the curriculum. The curriculum is intended to increase technical proficiency, communication and teamwork skills, and identification with chemical engineering as a major and profession. This paper reports results attained through comparison of students from experimental and traditional course sequences with regard to these objectives.